Methodological recommendations “Dance activities in preschool educational institutions”

We are waiting for the result

You should not listen to teachers who promise to make your child almost a star in just a few lessons. Even the most powerful creative potential is limited by physiology, so progress will be gradual. As a result of regular training in the dance section, the child will learn to control his body, develop a muscular corset, and become resistant to physical activity. In addition, in dance, children will learn to throw out energy and emotions, to realize themselves.

Other important skills that develop gradually include persistence and determination. Almost all children go through an adaptation stage, when the novelty of sensations disappears and interest in activities disappears. It is important to overcome this stage, since the child must understand that results in any endeavor can only be achieved through hard work.

Which dance direction should I choose?

The choice of dance direction and school depends on the age and character of the child. This can be classical ballroom dancing or various genres of modern choreography. Unlike classics, modern choreography does not require a partner, complex regulations and costumes, which is why modern, hip-hop, R'n'B, breakdancing, jazz-funk and modern jazz, street jazz and others are so popular directions.

Already at the age of 5, it becomes clear what kind of temperament a child has, what kind of music he likes, how well he adapts and interacts in a team. It is necessary to choose a dance direction taking into account the wishes of the child, since the ideas of generations about beauty are very different. In the end, you can always try different styles of dancing, and only then make a choice.

Consultation “Teaching dance to preschoolers”

One day a man came to a sage and said to him: “O Sage, teach me to distinguish truth from lies, beauty from ugliness. Teach me the joys of life." The Sage thought and... taught the Man to dance.

Dance is a synthetic art. It is aimed at solving the musical-rhythmic, physical, aesthetic and mental development of children. Movements to music accustom them to collective action and help foster a sense of collectivism, friendship, camaraderie, and mutual respect.

Currently, the attention of children and teachers is attracted by modern rhythms of music and new dances. But sometimes you have to deal with the fact that children, watching adults dance in everyday life, imitate the worst examples of their performance (they make faces, break, dance rudely, unmusically). This causes great concern, since it is in preschool age that the foundations of artistic and musical taste are laid.

It is easier for children to convey their understanding of music not through words, but through movements. And this is a good prerequisite for the creative process.

To teach a child to convey the character of a musical work, its figurative content through the plasticity of movements to music - this is exactly what the work on dance is aimed at.

By acquiring knowledge and skills in the field of dance art, children begin to understand that each dance has its own content, character, and image. To convey the expressiveness of dance images, the child must remember not only the movements themselves, but also their sequence (which in itself has a positive effect on the development of memory and attention), but also mobilize imagination, observation, and creative activity.

Types of dances

- dances and dances with fixed movements, the construction of which is determined by the structure of the musical work;

- free dances and dances , in which the creative abilities of the performers are most clearly manifested;

- combined dances , including fixed movements and free improvisation;

- folk dances and dances based on authentic elements of folk dance;

- character dances performed by various characters;

- children's ballroom dancing , including polka steps, gallop, waltz movements and others.

Creation of children's dances

The first way is to work on lightweight versions of existing dances for adults, accessible to children, using the same music. They preserve the dance movements for adults and its pattern, but reduce the number of figures, simplify the composition, and eliminate the most difficult elements for children to perform.

Another way is to create a new children's dance based on music that children like and that is suitable in terms of musical structure and form. Such dances include program dance skills required for preschoolers (springs, hops, galloping steps, side steps, rhythmic claps, etc.), many of which are performed in a new modern manner. At the same time, new elements are introduced.

Methodical techniques

Display method: involving display (joint execution of movements), advanced display, fragmentary display.

By showing children movements, the teacher gives them the opportunity to see the artistic embodiment of the image.

Verbal method. Spoken speech is the link between movements and music.

Verbal explanations should be brief, precise, figurative and specific. It is also necessary to pay attention to intonation and the force with which the word is spoken.

Words are symbols denoting movements: “sun”, “house”, “balls”, “tails”.

Gestures with spoken words that reveal the meaning of this gesture: “why are you sitting here”...

Illustrative visualization method. A full-fledged activity cannot take place without a story about dances, their history and diversity, without introducing reproductions, book illustrations, photographs and videos. Hall markings. Schemes-cards.

Game method. The essence of the play method is that the teacher selects toys for children that help in learning. Toys ( attributes ) decorate the dance and have a great influence on its performance. Captivated by the toy, children stop fixating their attention on the technical features of the dance. Transformation games will help teach children to perform expressive movements and develop their imagination and creativity.

Concentric method. This method consists in the fact that the teacher, as the children master certain movements and dance compositions, returns to what they have learned, but can now offer a more complicated version.

Showing children performing this or that movement well.

Stages of learning musical-rhythmic movements

Stage I – initial training in new musical movements; Stage II – in-depth learning; Stage III – consolidation and improvement of musical and rhythmic movements.

Training at the first stage is aimed at creating in children a general understanding of the new movement in connection with music. To interest children in dance, the teacher must give a general description of the dance and note its features. Listening to dance music, understanding its content and features, and analyzing its structure (individual parts, musical phrases) is of great importance. Children can be asked to clap accents, rhythmic patterns, the beginning of a new part, or a musical phrase.

The main actions of the teacher at the first stage of training:

• explanation;
• expressive performance;
• demonstration of a new dance movement by the teacher, corresponding to the content of the music.

At the second stage of training, as a result of the active work of the teacher and children (in small groups and individually), mastery of basic movements in conjunction with music occurs.

The teacher analyzes in advance what mistakes children may encounter when mastering a particular movement, finds the exact words to explain individual details, thinks through figurative comparisons, clear brief instructions, and uses preparatory dance exercises.

Children can stand scattered or in a general circle, in this case they can clearly see the teacher’s demonstration (no one stands with their back or side to him), and the teacher, in turn, has the opportunity to control the quality of movements. If children stand scattered, the teacher’s display should be mirrored.

The teacher must constantly monitor the children’s movements in accordance with the tempo, rhythm, dynamic shades of music, correct mistakes, and encourage them.

The main features of a developed musical motor skill are the conscious execution of movements in accordance with the nature of the music and the quality of execution (accuracy, rhythm, expressiveness).

At the third stage , the task is to bring the skills acquired by children in musical and rhythmic movement to the degree of independent creative performance and use of dances and games in everyday life. Children approach independent creativity gradually, through feasible or creative tasks, which are offered in sequence from simple to more complex.

Stages of learning exercises:

1. Verbal explanation by the teacher, then demonstration of the exercise by the teacher accompanied by musical accompaniment. 2. Learning complex movements (“variable step”, “polka step”...) according to

in parts, first to the count, then to the music. 3. Show a child who has mastered this exercise. 4. Reinforcement of the exercise by all children in subsequent classes. 5. Assessing the children’s performance of the exercise.

Dance - improvisation

Dance improvisation is a way to develop creative abilities and nurture creativity in preschoolers. Children are characterized by a rich imagination and imagination. Therefore, games, free improvisations, plastic performances arouse their interest and enthusiasm, and are performed easily and naturally. Such exercises should be performed by children in classes throughout the year.

“Choreography implies “ownership” of the body; the body in this case is the object towards which the action is directed.

Improvisation involves co-creation with the body, recognition of the equal importance of pre-formed plans and experiences, and momentary impulses. For improvisation, you need a feeling and “thinking” body, something that was present in ancient cultures based on the idea of ​​“unity with nature” - Grishon A.E.

Feelings of body freedom contribute to the development of the ability to improvise.

In classes with preschoolers, several areas for developing the ability to improvise can be distinguished:

1. Feeling of the “body”.

2. Communication with a partner - partnering.

3. Understanding movement in creativity: drawing, crafts….

4. A set of movements to create a basic basis for improvisation.

, musical sketches provide invaluable assistance for example from E. Gorshkova’s methodology “From Gesture to Dance” (“Met”, “In the Forest”, “Let’s Be Friends”, “Secret”). And also studies on the expression of emotions, on the reproduction of individual character traits, on the training of individual muscle groups by M. Chistyakova from her book “Psychogymnastics”. For example, such as “Barbell”, “Icicle”, “Everyone is Sleeping”, “Different Moods”, “Sentry”, “Fear”, etc. In them, children learn with interest to communicate with each other using the language of movements, to convey in plastic various emotional states that are close to them from their own life experience.

It is useful to use communicative, character and plot improvisations with poetic or prose accompaniment.

Communicative dance is a dance with simple, light, playful components, and evokes a lot of positive emotions in children (Briske’s Dance “For me, for you,” Zheleznov’s disc: “Dwarfs and Giants.”)

Characteristic dances: of a character (Zheleznov’s “Three Little Bears”).

Logorhythmic exercises: “Cat’s house”, “The cat inflated the ball”.

Then, when children get used to this kind of tasks, improvise freely and naturally, show creative independence and activity, you can introduce free improvisations with objects (Briske dance with hoops “To the village to visit grandma”: sun, hat, skirt, house.)

The main requirement for dance improvisation is that each improvisation is performed only once, since if the composition is repeated, it loses the character of creativity and improvisation.

Game "Body Parts". We study body parts. After getting to know each other, you are given the task to move (dance) a certain part of the body. The movements are based on improvisation. At the next stage of the game, the tasks become more complicated: speed and movement dynamics are added.

Exercise "Mirror". Children look in the mirror, “make faces”, developing facial muscles, then the task becomes more complicated, the child must convey these facial sensations without looking in the mirror. In this way, internal sensations develop. An option to complicate the game: children become pairs: one depicts a mirror, the second a reflection. The task is to make the mirror and reflection unrecognizable.

It is important to create a comfortable atmosphere in the team, teach children to communicate with each other, and trust each other.

Game "Partnership". Children become pairs (the teacher first observes who is in contact with whom), one in the pair closes his eyes, completely trusting his partner, who sends impulses to the partner’s back with his palm, directing his movement. The task of the second is to guide the partner without clashes, the first is to completely trust the partner.

"Imagine who you are" technique . Children close their eyes. The teacher gives the task to imagine yourself as a bird. A story about what kind of bird it is helps the child imagine it in his imagination. The performances then need to be shown in motion. Observation of natural phenomena stimulates imagination and moves towards improvisation. It is necessary to give the task more often: observe a phenomenon, animal, object, and then talk about it in class.

Game "Word Action". The teacher names the quality of movement. For example: a tree is swinging (swaying), a sweet toffee (stretching), we are rolling a roll (twisting), we are late (walking, running). To complicate the exercise, you can independently compose stories based on your experience. Mastering the technique broadens the child’s horizons.

The game "Silent" requires a little experience in movements. Goal: carefully monitor the changing movements of the teacher, who is silent and makes them as he moves around the hall, and repeat the movements. The result can be very unexpected: children, carried away, actively enter into the process and begin to independently compose movements, as if not noticing everyone around them; this is an excellent result in the development of the ability to improvise in preschoolers.

Not all children succeed in completing tasks, because we are talking about creativity, which requires choreographic talent and talent. Children who did not get the expected result have their own reasons: personal, psychological, etc. And yet, for them, the techniques used are also useful in terms of art therapy.

“Of all the feelings, joy has the best influence on the development of a child’s abilities; he most willingly surrenders to this feeling and his soul is open to educational influence” Emile Jacques-Dalcroze.

Literature:

1. Grishon A.E. Improvisation and choreography [Electronic resource] - Access mode. — URL: https://www.girshon.ru/index.php/moi-stati/articles/improvizacija-i-xoreografija.html (access date 08/12/2013).

2. Literature and language: modern illustrated encyclopedia [Text] / Ed. A.P. Gorkina. M.: Rosman, 2006. - 584 p.

3. Samukina N.V. Games at school and at home: psychotechnical exercises and correctional programs [Text] / N.V. Samoukina. M., 1993. - 144 p.

4. Churilova E.G. Methods and organization of theatrical activities for preschoolers and primary schoolchildren [Text]: Program and repertoire / E.G. Churilova. M., 2001. - 160 p.

Dancing for children: TOP 10 dance studios in Moscow

Academy of Arts "Muse"

st. Myasnitskaya, 13, building 20

Over the three years of the Academy’s existence, the best trends in dance and music have been collected here, which will allow your child to realize himself and achieve great heights in his chosen field of creativity.

The studio's profile is classical ballet. The school is taught by Bolshoi Theater soloists with many years of teaching experience. For children from 2.7 years old, the author’s program “Introduction to Ballet” has been created, which will help the child acquire all the necessary basic skills and discover talent.

The Academy of Sports and Ballroom Dances combines sports and art. Breakdance and hip-hop teams are perfect for boys who want to become strong and strong in spirit. There is a vocal academy for all children, where everyone can take lessons from a graduate of the Gnessin Academy of Music and improve their sense of rhythm.

Moscow School of Irish Dance Maria Singal

Preobrazhenskaya sq., 12

Jig, reel or hornpipe? At Maria Singal's school you can learn all the main types of solo and pair Irish dances! And not only to learn the basics, but also to become a professional: students of the institution often participate in international competitions. Now the school's arsenal includes first place in group Irish dancing at the European Championships, second places in solo programs at world competitions and other awards. Perhaps it's all about the quality of teaching. The founder of the school, Maria Singal, is the first certified teacher of Irish dancing in the Russian Federation (TCRG) and a judge of international championships (ADCRG), all teachers undergo advanced training courses abroad. In addition, the lessons do not just study the elements and patterns of dance. The studio provides stretching classes, a special “show class” for stage performances, and exercises to develop a sense of rhythm.

It’s worth bringing your child to Maria Singal’s school and... staying on your own: the groups accept adults without any age limit.

Gulliver

st. 1st Tverskaya - Yamskaya, 8

Classical choreography, hip-hop, folk, pop or club dancing - at the Gulliver school there are directions for every taste and age. This is not just about improving posture or showing basic movements. In “Gulliver” they give the opportunity to express themselves through music and dance, charge them with energy, teach them not to be afraid of the stage and prepare them for a brilliant future. Students of the school participate in popular TV shows, demonstrate items from the YanaStasia brand, appear in video clips and easily enter theater universities in the capital.

Training for schoolchildren takes place 3 times a week for 2 hours and costs 5,500 rubles per month. Children under 7 years old study twice a week for 1 hour. The cost of training is 4000 rubles per month.

House of dance in the cultural center "ZIL"

st. Vostochnaya, 4, building 1

The House of Dance is culturally called the epicenter of dance creativity. You can find inexpensive programs here for children of any age and skill level.

In ZIL you are invited to enroll in ZumbaKids classes - for exciting children's parties for children from 3 years old. Does your soul lie in the classical direction? The children's ballet theater in the Palace of Culture has existed since 1982; classes for children over 4 years old include rhythmics, gymnastics, classical and modern dances and even stage practice. And “Young Zilovets” is the oldest folk dance ensemble; teenagers will be interested in visiting the hip-hop, street dance, and popping studio. There are also areas of ballroom and pop-sports dance. Most recently, the Dance Theater opened in ZIL, an association for children 3-12 years old, designed to teach students modern dance. There are budget places.

Eco-club “Umnichka”

Mozhaiskoe highway, 45, building 1

Moscow dance studio Eco-club “Umnichka” is a cozy and, importantly, safe space for children of different ages. Safe in the truest sense of the word, environmentally friendly and hypoallergenic materials were used to decorate the premises.

You can sign up for dancing at the development center from 2.5 years old; for the little ones, the optimal direction will be “Dance Rhythm”. For older children - pop dancing (from 3.5 years old), choreography in the ballet hall - from 4 years old. Well, schoolchildren will certainly like the modern trend - hip-hop, house and club children's dances. All courses are aimed at small groups of up to 8 dancers; at Umnichka they are taught by “star teachers”. On average, the duration of one lesson is 45-50 minutes.

Yegor Simachev Ballet Workshop

st. Karetny Ryad, 3, building 7

You can experience beauty through classical ballet within the walls of Yegor Simachev’s workshop. Here they instill a love of dancing in children aged two years and older. The best of the most famous choreographic studios in Moscow has many branches, so it will not be difficult to sign up for classes as close to home as possible.

Ballerinas of the Bolshoi Theater and professional choreographers teach beauty and lightness, magical flight in dance. Children can put on a tutu and special shoes for the first time during a trial lesson to feel in their hearts whether ballet is right for them. And even if the child does not want to go on stage in the future, in the studio he will learn to think creatively, work on himself, and acquire graceful posture. Lessons for little dancers are built in a special rhythm, alternating with play exercises, so everyone will be comfortable.

A subscription for four classes costs 4,000 rubles, a one-time visit costs 1,250 rubles. You can study either in a group with peers or individually. Duration – from one hour.

International Center for Dance and Performance "TSEKH"

st. Skakovaya, 24

Parents and their children can find out what contemporary dance is by enrolling in the dance school of the Tsekh association. This international center is able to convince that modern dance is a special genre.

However, the program covers not only the study of steps; students learn the basics of creative movement and participate in non-verbal theater. All teachers of the “Workshop” are young and energetic people who are in love with their work. For children there is a division by age: 3-5, 6-9, 10-12 years. Recruitment for the group is carried out every season.

TODES

Paveletskaya embankment, 2, BC “River side”

Enrollment in the dance school under the direction of Alla Dukhova starts from the age of 4. Show ballet “Todes” is a world-famous brand that offers group training for children. Moscow has many branches, and there are no less of them in the regions, so you will definitely be able to enroll in a school closer to home.

You do not need to have a certain level of physical fitness to attend rehearsals. You can start getting acquainted with classical ballet, hip-hop, jazz-modern and other dance styles from scratch. Each training session - individual lessons are not provided - is built according to a certain scheme: warm-up, learning new elements, staging a dance routine and consolidating what has been learned. Children in the Todes show ballet will be able to participate in competitions, studio reporting concerts, outdoor events and more. Lesson duration – 1 hour 15 minutes.

GALLADANCE

Krasnopresnenskaya embankment, 12

A boost of vivacity, self-confidence and impeccable posture, coupled with a good mood, can be found by choosing your favorite training program at the Galla Dance dance school.

Enrollment in children's groups starts from 4 years old; the Zumbatomic direction is open for the youngest. From the age of 6 you can sign up for oriental or ballroom dancing, including fiery Latin American dances. From 13 years old - welcome to ClubDanceTeen. What’s noteworthy is that parents of their child can get detailed advice from the school’s choreographers to decide which dance style is best for their child. The trial lesson is free, individual or group training is possible (from 7 to 20 people in a team)

ABOVE THE MOUNTAINS

st. Malaya Ordynka, 25

Children can also learn to dance the sparkling lezginka, charging those around them with positivity. Complex, but bewitching art, demonstrates lightness, grace, refined movements and virtuoso music - how can you not like Caucasian dances?

The school “Above the Mountains” offers training in Caucasian and Transcaucasian dances for children over 3 years old. Groups are recruited year-round; you just need to have a tremendous desire to dance. The cost of one lesson for children is 350 rubles, a subscription for 8 lessons is 2800 rubles, there are individual lessons.

Dance club program “Dance Kaleidoscope” work program on the topic

Municipal preschool educational institution "Ryabinka"

Dance club program

"Dance Kaleidoscope"

Educator

Buryakova N.V.

2014

Explanatory note

The content of this program includes musical and psychological training for children 4-5 years old, developing will, attention, mobility and flexibility, also aimed at developing musical abilities, creative imagination, fantasy, the ability to improvise in movement to music, which requires free and conscious control of the body. Moving from simple to complex, from children's songs to symphonic works, the child gradually becomes familiar with the world of beauty, passing through music, the complex world of feelings and images, while playing at the physical, visual and emotional levels with the specific language of musical expressiveness.

The variety of compositions in terms of direction, complexity and intensity of movements allows them to be used in any form of organizing work with children, from morning exercises to holiday matinees. The repertoire used within the program is musically expressive, exciting, awakens fantasy and imagination, develops the expressive capabilities of the body and at the same time is accessible for performance.

The most important indicator of the success of musical and rhythmic education of a child aged 4-5 years is interest in the very process of movement to music, expressiveness of movements and the ability to convey the character of music and a playful image in plasticity. With insufficient coordination, dexterity and precision of movements (which at this age corresponds to the norm), the expressiveness of children's plasticity reveals creative talent and musicality.

Goals and objectives of the dance club

The main goal of the dance club is the physical activity of preschool children.

Main goals:

• develop strength, endurance, agility, flexibility, coordination of movements, the ability to overcome difficulties, strengthen the will;
• improve children's health;
• contribute to the development of a sense of rhythm, tempo, performance skills in dance and artistic taste;
• form beautiful manners, gait, posture, expressiveness of body movements and poses;
• relieve shyness, tightness, complexes;
• teach to rejoice in the successes of others and contribute to overall success.

Organization of dance club activities

The work of the dance club is based on common principles and ensures the integrity of the pedagogical process.

Classes in the dance club are conducted in accordance with the schedule of classes, taking into account the age characteristics of the students, as well as taking into account the requirements of SanPiN 2.4.1.2660-10.

Classes for children are held in the music room once a week. Lesson duration - 15-20 minutes.

To report to the parents of students for the quality of the educational service provided, the head of the dance club holds open events at least once every six months.

Documentation of the dance club leader

The head of the dance club is responsible for the availability, content and culture of maintaining the following documentation:

• notebook for keeping track of children's dance club attendance;
• long-term calendar plan for the dance club;
• the result of identifying the levels of development of children’s motor activity at the beginning and end of the school year;
• map of preschool children's participation in events.

Club work plan

Monitoring children's development

The main method of pedagogical diagnostics is systematic observation of children’s manifestations in musical and rhythmic activities, assessment of their performance of various game tasks. During the observation, the teacher evaluates the children’s manifestations, comparing them with each other, focusing on the best indicators identified for a given age (in a given group).

Card for diagnosing the level of musical and psychomotor development of a child

Assessment of children 4-5 years of age

High level – the ability to convey the character of the melody, independently start moving along with the music, change the movement for each part of the music

Intermediate level - the movements express the general character of the music; the tempo, beginning and end of the movement to musical accompaniment do not always coincide.

Low level - the movement does not reflect the nature of the music and does not coincide with the tempo of the rhythm, as well as with the beginning and end of the piece

Emotionality – expressiveness of facial expressions and pantomimes, the ability to convey in facial expressions, posture, and gestures a diverse range of feelings, based on the music and the content of the composition (fear, joy, horror, surprise, delight, anxiety).

Emotional children often sing along while moving, say something, and wait for the teacher’s assessment after the movement. In unemotional children, facial expressions are poor, movements are inexpressive, assessed by external manifestations “+”, “- “

Creativity is the ability to improvise to familiar and unfamiliar music based on movements mastered in classes, as well as to come up with your own, original steps. The assessment is specified depending on the age and level of training of the child. Creative talent is manifested in special expressiveness, non-standard plastic means and the child’s enthusiasm for the very process of moving to music. The degree of expressiveness and originality is also assessed by the teacher during the observation process: “+”, “-“.

Development of motor skills - mastering various types of movements in accordance with the program content: basic movements (walking, running, jumping movements), general developmental (for various muscle groups), imitation (figurative play), dancing, dancing, gymnastics with and without objects . The quality and confidence of performing various movements, the variety and volume of movements performed are assessed.

Mobility (lability) of nervous processes is manifested in the speed of motor reaction to changes in music. The norm, the standard, is the compliance of the execution of exercises with the music, the ability to subordinate movements to tempo, rhythm, dynamics, etc. And in case of pronounced difficulties “- “.

The formation of correct posture is assessed on the basis of observations and medical data - the norm is “+”, the problem is “-“.

The formation of spatial orientation skills is assessed on the basis of observations of the execution of various formations in accordance with age capabilities, the ability to perform movements in the desired direction (right-left, forward-back), and the ability to perform movements with the right and left hand (leg).

As a result of the diagnosis, the teacher can calculate the average total score for a general comparison in the child’s development over a certain period of time, and build a diagram or graph of development indicators. Pedagogical diagnosis is essentially a subjective assessment. Therefore, it is not the number of points that is important, but the severity of the dynamics of development.

Setting goals correctly

You need to decide in advance why exactly you are sending your child to dance. On the one hand, you can limit yourself to general physical and aesthetic development, and on the other hand, you can aim for serious achievements in the form of victories at city, regional and even international competitions. A child’s passion for dancing may well develop into a full-fledged professional career; the main thing is not to discourage the child from doing what he loves. In this regard, it is important to choose a competent trainer; not only the quality of training, but also the correct motivation depends on him. A good teacher knows exactly not only how to get the best results from students, but also how to interest them. In addition, after a trial lesson, he will be able to draw conclusions about the child’s potential in the chosen dance direction.